Using student modelling to determine when and how to hint in an intelligent tutoring system

Abstract

CONTENTS Page ACKNOWLEDGMENT . . . . . . . . . . . . . . . . . . iii LIST OF TABLES . . . . . . . . . . . . . . . . . . vii LIST OF FIGURES . . . . . . . . . . . . . . . . . viii LIST OF ABBREVIATIONS . . . . . . . . . . . . . . ix CHAPTER I. INTRODUCTION . . . . . . . . . . . . . . 1 1.1 CIRCSIM-Tutor . . . . . . . . . . . 1 1.2 Student Modelling . . . . . . . . . . 3 1.3 Hints . . . . . . . . . . . . . . . . 3 1.4 Organization of Thesis . . . . . . . 5 II. ITS LITERATURE . . . . . . . . . . . . . 6 2.1 Early Attempts at Student Modelling . 6 2.2 Bug and Overlay Paradigms . . . . . . 9 2.3 Other Paradigms . . . . . . . . . . . 11 2.4 Diagnosis . . . . . . . . . . . . . . 12 2.5 Hints . . . . . . . . . . . . . . . . 14 III. THE CST PROJECT . . . . . . . . . . . . . 20 3.1 Methodology . . . . . . . . . . . . . 22 3.2 The CST Domain . . . . . . . . . . . 23 3.3 Keyboard to Keyboard Tutoring Experiments . . . . . . . . . . . . 26 3.4 CST . . . . . . . . . . . . . . . . 30 3.4.1 The Domain